2007 – 2008

SCHOOL IMPROVEMENT PLAN

School Name:    

BUNNELL ELEMENTARY SCHOOL

District Name:    

Flagler

Principal:    

Mr. Richard Dupont

SAC Chair:    Danielle Scarcella
Superintendent:    Mr. Bill Delbrugge
Date of School Board Approval:    Pending School Board Approval
Jeanine Blomberg, Commissioner
Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399		  Cheri Pierson Yecke, Chancellor
K-12 Public Schools
Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTS

Flagler Foundations
Flagler County is one of the fastest growing counties in the United States and change continues to be on the horizon for us. Last school year two new schools were opened, Rymfire Elementary School and Matanzas High School. These additional schools have enabled us to continue offering outstanding programs to both our new and seasoned students. Because of our rapid growth, we anticipate building one school a year for the next fifteen years.

Flagler students continue to perform well on state and national assessments. This past year Flagler County Advanced Placement (AP) students scored higher than the State, Southern Region and National averages. Flagler students are held to a lofty standard and are high achievers. Please visit our school district web site at www.flaglerschools.com to learn more about our students' accomplishments.

Flagler County Public Schools are already the envy of many other Florida districts. We are not content, however, to stand still. We plan to continue building a school system that is second to none.

We are committed to providing a quality education for our children. They will be able to compete with anyone, anywhere after graduating from Flagler County Public Schools.

Vision Statement: The Flagler County School District will raise student achievement every day and in every way.

Mission Statement: The Flagler County School District seeks to provide students with an internationally competitive education and embraces the belief that all children will learn. Flagler County Public Schools is committed to excellence.

Statements of Beliefs:

We believe that we will become an internationally competitive school system when we direct our varied resources—talents, dollars, and skills—in a manner which is consistent with our beliefs.

The academic culture provided to students will be of the highest caliber when every decision is made on the basis of what is best for student achievement. All students will learn and excel when provided with authentically engaging work that is based on high standards and given in a risk-free environment.

In order to provide an internationally competitive education to all students, teamwork, open communication, honesty, and trust must be part of all working relationships.

All our teachers, support staff, administrators and school board members have special talents and strengths that have a positive impact on student achievement. Educators are encouraged to pursue continual professional development and model life-long learning.

Parents are an integral part of student success. By working together, parents, students, community members, and teachers will provide the level of support necessary for students to reach their maximum potential.

   

SCHOOL PROFILE DEMOGRAPHICS

Bunnell Elementary is located in Flagler County, Florida. Bunnell Elementary School has been providing quality education since 1923. Many of our students’ parents attended Bunnell Elementary School, which contributes to a feeling of ownership, community, and family. This year we are continuing to focus on attaining our goal of 100% literacy, as well as, increasing the percentage of students in math performing at or above level 3.

Bunnell Elementary teachers participate in on-going training through the Florida Reading Initiative and Reading First! Summer Academies. These trainings provide teachers with a comprehensive research-based approach to identifying struggling readers, and it also provides proven strategies for addressing their specific needs in reading. To support our teachers, we have added reading, math, and writing coaches to facilitate reading, math, and writing lessons, model best practices and provide on-going assessment in reading, math, and writing for students and staff in grades kindergarten through fifth grade. The Bunnell Elementary School serves 935 students in grades pre-K through 5th grade.

The demographics include: 64% White, 26% African American, 5% Hispanic, 1% Asian, <1% Indian, and 4% Multi-Racial.

We serve 5% Limited English Proficient Students, 18% Students with Disabilities, and 54%Economically Disadvantaged Students. In 2007, the school did not meet the AYP criteria for the following subgroups: Economically Disadvantaged Students in math, African American Students in reading and math, and Student with Disabilities in reading and math.


SCHOOL MATCH
 
 
QUALITY STAFF
Highly Qualified Administrators
RICHARD DUPONT-PRINCIPAL-17 years teaching/5 years administration-Certification- Ed. Leadership (all levels), Elementary Ed. (1-6);

TAMMY YORKE- ASSISTANT PRINCIPAL (12 month)- 15 years teaching/3 years adminstration-Certification-Ed. Leadership (all levels), Elementary Ed. (1-6), SLD (K-12);

MARTIN EVANS-ASSISTANT PRINCIPAL (10 MONTH)-11 years teaching/.5 years administration-Certification-Ed. Leadership (all levels), Elementary Ed. (1-6);

All school administrators hold a Masters degree in Educational Leadership and Florida certification in Educational Leadership. School-based administrators are well trained and knowledgeable in the research-based best practices. This training and knowledge base includes the following:
Principal Leadership Academy
Florida Reading Initiative
Reading First
Data Analysis
School Improvement Planning
Curriculum, Instruction, and Assessment
ESOL (minimum of 60 hours)
Clinical Educator
Exceptional Student Education
Writing, Math/Science, Reading, and Technology Integration
 
Recruitment/Retention of Highly Qualified Teachers
Through NEFEC and its Foundation for Rural Education Excellence, Flagler County Schools will participate in teacher recruitment efforts designed to help districts “grow their own”. Specifically, partnerships between high schools and local community colleges are being established to increase interest in teaching within the northeast Florida region through the establishment of educational academies in high schools that serve as college credit to students who enter the field of education.

In addition, NEFEC and its Foundation are establishing a retention program that will increase mentoring to beginning, alternatively certified, and struggling teachers. Through NEFEC’s newly created mentor cadre, high performing teachers are receiving training in mentoring skills and being matched with teachers in need of a mentor.

To further the districts efforts to retain highly qualified reading teachers, teachers are given a variety of opportunities to receive endorsement in reading. These opportunities are specifically outlined in the professional development section of this plan.

To assist teachers in becoming highly qualified Flagler County Public Schools has worked to bring the many of the Reading Endorsement Competencies to the county. Currently Competencies 4, 5, and 6 are available face-to-face in county. Competencies 1, 2, and 3 are available online. Flagler County has also paired with other neighboring districts and the NEFEC region to open the professional development needed that other counties may offer at a different time or face-to-face rather than online. RE-ESOL is also being provided in county as well. This will allow ESOL endorsed teachers an additional option to earn their Reading Endorsement.


Show attached staff list
   
ADDITIONAL REQUIREMENTS
 
School Wide Improvement Model
The school utilizes a strategic planning best practices model that is founded in research and aligns with the state goals and school achievement priorities determined through analysis of the school's data.

Step 1: Conduct a comprehensive self-evaluation of best practices/essential indicators, student achievement data, archival data (attendance, discipline, retentions, AIP's, safety reports, etc), and perceptual (climate survey, parent and community surveys, etc) data.
Step 2: Celebrate strengths and prioritize needs based on the results of the comprehensive self-evaluation
Step 3: Identify I - 3 school goals based on student achievement data
Step 4: Select the best practices and essential indicators that focus on achieving the school
goal(s)
Step 5: Select the district support necessary to assist in achieving the school goal(s)
Step 6: Develop an implementation plan that integrates school-based and district-based support to reach the school goal(s)
Step 7: Develop an ongoing monitoring plan
Step 8: Identify evaluation criteria
Step 9: Identify standards for adequate progress



 
Communication with Parents
Daily use of the student planner
Class newsletters and calendars
Monthly Newsletter from the School
Quarterly Progress Monitoring and Reporting Network parent letters to inform parents of student's progress in Reading
Quarterly Progress Reports and Report Cards
Progress Monitoring Plans, Individual Education Plans, and Limited English Proficiency Plans Flagler County School Parent Resource Guide
Student Code of Conduct
County and School Webpage
Monthly Reading Connection Newsletter
Phone Master Auto Messaging Service
Parent Nights
Parent and Teacher conferences – minimum of 2 times annually, more frequently as needed
Show attached Public School Notice to parents
Show attached notification of SINI status
 
Pre-School Transition

We use the Child Find Specialist from the Florida Diagnostic Learning Resource System (FDLRS) to identify Pre-K ESE students. We provide services to students as young as 3. Currently we service 33 students in 3 self-contained units. Ongoing assessments are provided and learning objectives have been established. Annual reviews are help as IEP annuals. Speech students are served as well beginning at age 3 although not all these students are enrolled in our self-contained classes.

Flagler County Schools have an outstanding relationship with local private preschool providers and Head Start. We have a representative on the Flagler/Volusia County Early Learning Coalition. We do not offer a voluntary Pre-K program during the school year (due to explosive growth). However, we do offer Pre-K summer programming.

Registration for Kindergarten is promoted at the local daycares and Head Start to ensure early registration and provide information.

Readiness is assessed and monitored in a number of ways. Each Kinder student is given the ESI-K and the Dibels by the first 30 calendar days. We continue to Dibel our Kinder students three more times during the year to assess personal academic growth. This data is then collected and disaggregated to adjust teaching strategies to meet the individual child’s needs. In addition, SRI, the SAT 9/10, Gates McGinnitie, and ALT assessments are utilized

 
Teacher Mentoring
The school has a strong teacher mentoring program that includes:
-Teacher Induction Program
-Clinical Education
-Peer Teacher
-National Board Certified Teacher support sessions
-District and School-based new teacher orientations and support sessions
-Study groups
-Professional Development Plan activities
-Communications Academy/Demonstration Lab
-Northeast Florida Educational Consortium Support Colleague
-Pre-K Educational Center of Excellence Teacher Mentor
-Model lessons conducted by Reading & Math coaches

If the data shows that a teacher is in need of intervention, an administrator will meet with the teacher to discuss areas of concern/need, review available options, and assist the teacher in the development or revision of the IPDP to reflect the appropriate interventions. Administrators will be reviewing data following each progress monitoring period; however through observation (both formal and informal) an administrator may identify a need for intervention at any time. Options for assisting the teacher include, but are not limited to, one on one coaching opportunities with an academic coach; assignment to a mentor teacher; or assigned to ongoing professional development offered by the district.


 
Extended Learning Opportunities
Extended School Year is provided for ESE students as appropriate.
Summer Reading Camp is provided for students who are in Grade 3 and score Level 1 on the FCAT Reading SSS test.
21st Century Grant Family Literacy Nights
Parent Involvement Nights
Before and after school activities will be linked to the reading instruction that occurs in the classroom in the following ways:

a. All tutoring programs will include consultation with the classroom teacher and progress reports to parents and the classroom teacher bi-weekly (minimum). Students eligible for before or after-school programs are identified through their reading and math data. These programs may be provided through SAI or SES dollars. Each program must focus on the reading and/or math deficits of each student.

b. Mentoring programs that are designed to assist students in their identified reading and/or math deficit areas will also include consultation with the classroom teacher and progress reports sent to parents and the classroom teacher on a monthly basis (minimum).
 



SCHOOLS GRADED C OR BELOW

Professional Development
Describe the professional development that supports enhanced and differentiated instructional strategies.
 
 

Disaggregated Data
Describe the use of student achievement data to determine the effectiveness of instructional strategies.

 
 
Informal and Formal Assessments
Describe the type of ongoing formal and informal assesments to be used during the school year to measure student progress
 
 

Alternative Instructional Delivery Methods
Describe the alternative instructional delivery methods that allow you to reach all student subgroups and help to improve their academic achievement.

 
 
 
 



SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Describe your school’s plan for addressing the ten guiding principles of Secondary School Redesign in the box below.  If the principles are addressed throughout your School Improvement Plan, identify precisely (under which heading) where each principle is addressed in the text box below.

In the checkbox below, please indicate which of the ten guiding principles is addressed below.

Different Innovative Approaches to Instruction

 

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Parental Access and Support

Applied and Integrated Courses

Academic and Career Planning

Label
    

GOALS
Goal: Reading
 

Needs Assessment In 2006-2007:
The two subgroups that did not make AYP in reading were Students with Disabilities (SWD) and African American students.

The percent of students scoring Level 3 or above was 77%.
73% of all students made learning gains in reading.
66% of students in the bottom quartile made learning gains.
 
Objective Increase the percentage of students reading at or above level 3 and decrease the percentage of students performing at level 1 and/or in the lowest quartile among all subgroups.
Strategies Implement Comprehensive Reading Intervention Plan:
1) Develop Grade Level Intervention plans based on student assessment data in grades K-5.
2) Student Progress Monitoring in grades K-5 (3 times a year)
3) 90 minutes of uninterrupted instructional reading time in grades K-5.
4) Implementation of best practices in reading.
5) On-going professional development for teachers in grades K-5 in the 5 areas of reading and the FRI Essential Six.
6) Before and after school instruction for level 1and 2 students.
7) Development of the Pre-K Center of Educational Excellence
8) River Deep as a computer assisted instructional tool in all ESE classrooms on a daily basis.
9) Provide highly engaging and enriching supplemental materials to address the needs of gifted students.

Evaluation 1)Progress Monitoring- DIBELS, Scholastic Reading Inventory-3 times a year
2) Analysis of Individual Student Diagnostic Assessments- Early Reading Diagnostic Assessment, Diagnostic Assessment Reading, Fox in the Box, Informal Reading Inventories, Fluency timings, Running Records
3) FCAT data analysis
4) SAT 9/10 data analysis
5) Reading First Outcome Measures data analysis
6) Early Reading First Progress Monitoring and Outcome Measures
7) Effectiveness of Core Curriculum and Intervention Reports- Reading First

Research-based Programs 1) Scott Foresman Reading for Florida
2) Read Naturally
3) Great Leaps
4) Leap Track and Leap Pad Instruction System
5) Waterford Early Reading Program
6) Scott Foresman Early Reading Intervention
7) Soar to Success
8) River Deep Computer Assisted Learning
9) SRA Reading Mastery and Corrective Reading
10) DIBELS- Dynamic Indicators of Early Literacy Skills)
11) Success Maker Reading Program
12) Quick Reads
13) Quantum Learning
14) Great Books and Jr. Great Books

Professional Development 1) NCLB and AYP Training
2) Data Analysis and Progress Monitoring- On-going
3) Running Records
4) Global On-Line Accountability Learning System (GOALS)
5) Fluency Timings
6) Reciprocal Teaching
7) Differentiated Instruction
8) Phonological Awareness and Phonics
9) Instructional Density
10) Reading First / Florida Reading Initiative
11) Effective Implementation of Reading First/FRI Strategies
12) 90 Minute Reading Block
13) Guided Reading
14) SRI Update
15) DIBELS
16) DAR
17) ERDA
18) River Deep training
19) Quantum Learning
20) Debbie Miller Book Study
21) Results Now book study
22) Reading Mastery Signature training
23) Language! Training
24) Roadmap to Success reading strategies training
25) Families Building Better Readers
26) Reading First Make and Take
27) Data analysis and Continuous Improvement Model (CIM)
Highly Qualified Instructors All Kindergarten through fifth grade teachers are in field and certified in Elementary Education. The Reading Coaches have FRI and Reading First training. One coach has a Masters degree in reading and the other two coaches are in the process of completing the Reading Endorsement. The ELL teacher has ESOL Endorsement, and all ESE teachers are certified in Special Education.

Budget
Categories of ExpenditureDescribe ResourcesSpecific Funding Source by Title Total Amount Available
Research-based Program(s)/Material(s) Diagnostic Assessment of Reading; Early Reading Diagnostic Assessment, DIBELS, 1.5 Academic Coaches - Reading; 1.5 Reading Coaches- Reading First; State of Florida, Title 1 funding, Reading First Grant, Local School Funding 192000
Technology Apple- Mac (1 labs), 30 additional student computers District Technology Department; 19500
Professional Development Reading First; Florida Reading Initiative; Early Reading First, DIBELS, River Deep($25,000), Quantum Learning, RF Make and Take ($2000), Data/CIM ($2000) Early Reading First; Reading First Grant; Local School Funding 29000
Other Before and after school intervention ($42,335); DIBELS Assessment ($5500) Title 1 / Supplemental Educational Services, SAI, 21st Century Learning Grant 47835
Total:   $288,335.00
 

Goal: Mathematics
 

Needs Assessment In 2006-2007:
The three subgroups that did not make AYP in math were Students with Disabilities, Economically Disadvantaged students and African American students.

The percent of students scoring Level 3 or above was 68%.

61% of all students made learning gains in math.

51% of students in the bottom quartile made learning gains in math.
 
Objective Increase the percentage of students in math performing at or above level 3 and decrease the percentage of students performing at level 1 and/or in the lowest quartile among all subgroups.
Strategies 1) Math intervention for grades 3-5 utilizing the Write Math Publications and Hands on Equations math exploration and problem-solving.
2) Provide on-going professional development in math including in class modeling and coaching by the math coach.
3) FCAT Explorer
4) Implement intervention through the Harcourt Math series.
5) Intervention provided by math coaches
6) River Deep as a computer assisted instructional tool
7) Before and after school intervention8) Calendar Math

Evaluation 1) FCAT and SAT 10 assessment data
2) Analysis of Harcourt Math Assessment Data
3) FCAT Explorer student reports
4) River Deep student reports
5) River Deep Benchmark Tests
6) District Benchmark Assessments

Research-based Programs 1) Harcourt Math Series
2) FCAT Explorer
3) River Deep

Professional Development 1) Harcourt Math Professional Development
2) FCAT Item Analysis - Math Coaches
3) Performance Assessment Training provided by Math Specialist
4) Hands on FCAT Math
5) River Deep training
6) Quantum Learning
7) MAPS training
8) Math Connections- Sherri Colarusso
Highly Qualified Instructors MATH COACH - provides technical assistance in assessment and instruction to the classroom teacher through coaching and modeling; provides weekly instruction in hands-on problem-solving. All teachers are certified in Elementary Education and/or Exceptional Student Education.

Budget
Categories of ExpenditureDescribe ResourcesSpecific Funding Source by Title Total Amount Available
Research-based Program(s)/Material(s) Math Coach, Title1, 60000
Technology FCAT Explorer River Deep State of Florida, Title 1, 0
Professional Development Harcourt Math On-Going Professional Development, River Deep ($25,000), FLED tools, Quantum Learning, Math and Science training ($9500) District Funding, Title 1 36600
Other FCAT Performance Assessment; Hands-on Learning/Problem Solving; Before and after school instruction ($50,000); School-based funding, Title I Supplemental Educational Services, 21st Century Learning Grant, SAI 42335
Total:   $138,935.00
 

Goal: Writing
 

Needs Assessment The percent proficient decreased from 82% to 76%.
 
Objective Increase the percentage of students writing at 4.0 or higher and to increase the percentage students scoring Level 3 or higher on FCAT Writing + among all subgroups.

Strategies 1) All grade levels will utilize the Flagler County Writing Rubrics.
2) Writing coach will work with all 3rd and 4th grade classes.
3) On-going progress monitoring using district prompts.
4) Teachers will collaborate on scoring writing samples.
5) Teachers will collaborate with the writing coach to focus on target skills in writing using the district writing curriculum map.

Evaluation 1) Progress monitoring using quarterly writing samples.
2) FCAT Writing Data Analysis.
3) Report cards will reflect writing scores.
4) Write Scores Writing Assessment

Research-based Programs 1) Integrating writing through all content areas-using adopted core series.

Professional Development 1) Rubric Training
2) Writing Strategies
3) Writing Training with Mary Lewis
4) Reading/Writing Connection
5) Quantum Learning

Budget
Categories of ExpenditureDescribe ResourcesSpecific Funding Source by Title Total Amount Available
Research-based Program(s)/Material(s) Write Score District Funded 9500
Technology   0
Professional Development Training from Write Score on how to use data for progress monitoring , Mary Lewis writing training, Rubric training District Funding 3800
Other Writers Club SAI 1000
Total:   $14,300.00
 

Goal: Science
 

Needs Assessment Our mean scale score for FCAT Science increased from 281 to 306. The percentage of students scoring level 3 or higher increased from 23% to 44%.
 
Objective Students in grade 5 will improve their science skills as evidenced by meeting or exceeding the state and district mean scale score on FCAT Science.
Strategies 1) Provide direct instruction for all students in fifth grade that focus on the Sunshine State Standards and utilizes the research based Harcourt Science basal to improve skill mastery.
2) All 5th grade teachers will utilize Digging into FCAT Science- inquiry-based activities that are correlated to the FCAT Science benchmarks.
3) Continue to provide expanded learning opportunities in conjunction with the Whitney Lab.
4) Offer the Young Astronauts Club to students K-5.
5) Students in grade 5 will participate in a pilot technology based program called Study Buzz.

Evaluation 1) Classroom performance based assessments in science.
2) Student achievement as evidenced by FCAT Science scores.
3) Study Buzz Reports

Research-based Programs 1) Harcourt Science Textbook Series
2) CRISS Strategies
3) Young Astronaut Charter

Professional Development 1) Reading in the content area
2) Critical Thinking
3) Hands on FCAT Science
4) Houghton-Mifflin training
5) Florida Association of Science Teachers conference
6) FLED Tools Hands on FCAT Science Training
7) Brain Gym
Highly Qualified Instructors All Bunnell Elementary School teachers have a valid teaching certificate and are certified in Elementary Education or ESE.

Budget
Categories of ExpenditureDescribe ResourcesSpecific Funding Source by Title Total Amount Available
Research-based Program(s)/Material(s) ACHIEVE Science District funding 4500
Technology Study Buzz Title I 800
Professional Development Quantum Learning District funding 2300
Other Young Astronauts ($1,000.00), Service Learning Projects ($4,000.00) SAI, Grants 5000
Total:   $12,600.00
 

Goal: Parental Involvement
 

Needs Assessment Our goal for the 2007-2008 school year is to increase parent participation at Bunnell Elementary through a variety of activities that will be offered.
 
Objective Given increased attention to communication with all stakeholders, parental involvement will increase by 15 percent as evidenced by parent volunteer hours, participation in PTO, SAC and Family Literacy Activities, and attendance at Parent/Teacher conferences
Strategies 1) Provide a survey that assesses the needs (i.e. workshops, skills, tutoring) and parent desires, in order to train parents in areas of interest.
2) Arrange and advertise bi-monthly SAC meetings to provide parents/guardians an opportunity to understand the inner workings of the schools and provide information regarding utilization of school wide resources.
3) Sponsor Family Literacy Activities and Parent Involvement Nights
4) Arrange and advertise PTO meetings to provide parents/guardians with information regarding issues that concern their children.
5) Sponsor a parent workshop called "How to Talk So Kids Will Listen".
6) District Web Page
7) School Web Page with links to teachers' web pages that focus on achievement.
8) Code of Conduct
9) Student Planners
10) Teacher-parent communication through planner, phone and email
11) Communicating with parents regarding discipline issues
12) Parent/Teacher Conferences (1st and 3rd quarter)
13) Report cards each quarter
14) Progress Reports each quarter accompanied by Making the Grade printout of student scores 15) PTO meetings at least 5 times per year
16) SAC Meetings at least 5 times per year that highlight learning strategies
17) Open House
18) Curriculum Night
19) Phone Master Automated Messaging System
20) Families Building Better Readers Workshop
21) Fall Festival
22) Volunteers are sought via internet, newsletters, school mail-outs and flyers.
23) Title 1- Parent involvement
24) ESOL night – Parent involvement
25) MAPS- Math parent night

Evaluation 1) Documentation of parent participation through sign-in sheets and attendance logs.
2) Feedback forms from parent workshops.
3) Data Analysis from parent survey

Research-based Programs 1) How To Talk So Kids Will Listen
2) Put Reading First: The Research Building Blocks for Teaching Children to Read
3) Clifford Reading Tips for Parents

Professional Development 1) How To Talk So Kids Will Listen
2) School Advisory Council Training
3) PTO Volunteer training
4) Collaboration and Team Building
Budget
Categories of ExpenditureDescribe ResourcesSpecific Funding Source by Title Total Amount Available
Research-based Program(s)/Material(s) Families Building Better Readers, MAPS Title I 1000
Technology Progress Monitoring and Reporting Network Global On-Line Accountability Learning System Reading First Grant Flagler County Schools 0
Professional Development School Advisory Council Training, PTO Volunteer Training, Families Building Better Readers, Put Reading First: The Research Building Blocks for Teaching Children to Read, Clifford Reading Tips for Parents SAC 1000
Other   0
Total:   $2,000.00
 

Goal: School Safety and Discipline Strategies
 

Needs Assessment To increase student engagement and time on-task and to decrease behavioral concerns through the implementation of extended counseling and support services.
 
Objective To provide a safe school that is free of physical and psychological harm and provide a disciplined environment where students and staff can effectively learn, work, teach, and grow.
Strategies 1) School-wide discipline plan
2) Behavioral expectations and consequences for violations are clearly outlined in the student code of conduct are clearly communicated to students, staff, and parents.
3) Administrators and staff use various means to reinforce positive self-images, behaviors, and attitudes of students.
4) Duty personnel have been given monitoring assignments for critical areas of the school throughout the school day.
5) Implement the Student of the Month and Terrific Kid program in conjunction with the Character Education Program.
6) Continue implementation of Harry Wong training.
7) Second Step - A Violence Prevention Curriculum for grades pk-5.
8) Steps to Respect - A Bullying Prevention Program K-5
9) PACE Counseling
10) ALPHA Counseling
11) Community-Based Counseling (HBS)

Evaluation A 5% reduction in discipline referrals from the 07-08 school year. Bus fire drills will be practiced 4 times per year. Monthly Fire drills will be conducted. Twice a year tornado and Lock-Down drills will be practiced.

Research-based Programs 1) Second Step - A Violence Prevention Curriculum for grades pk-5. 2) Steps to Respect - A Bullying Prevention Program K-5

Professional Development 1)Character Education Training
2) Harry Wong
3) Positive Behavioral System Update
4) Second Step Training
5) Steps to Respect
Budget
Categories of ExpenditureDescribe ResourcesSpecific Funding Source by Title Total Amount Available
Research-based Program(s)/Material(s)   0
Technology   0
Professional Development Second Step - A Violence Prevention Curriculum for grades pk-5, Steps to Respect - A Bullying Prevention Program K-5  0
Other ALPHA Counseling, HBS Counseling, Terrific Kids/Character Education, Local School Funding; PACE Grant; Kiwanis; DIstrict funding 15800
Total:   $15,800.00
 

Goal: Technology
 

Needs Assessment To increase technology integration in the curricula to insure teachers’ and students’ seamless use of technology to accomplish a given task in a disciplined study that will promote higher-order thinking skills.
 
Objective To increase the availability of technology and technology-related training to support increased student engagement thereby increasing the academic achievement of all students as measured by the FCAT and Stanford 10.
Strategies 1) Increase the availability of technology to support classroom instruction (digital cameras, Leap Frog systems, software, and online resources).
2) Expand the availability of listening centers in the classrooms.
3) Installation of a new sound system in the cafeteria/multi-purpose room for programs, parent meetings, and student performances.
4) Expand the Reading Counts program to support improved reading performance.
5) Integrate River Deep into the classroom instruction differentiation model.

Evaluation 1) Progress reports generated by computer programs being utilized
2) Results of standardized assessments (FCAT and Stanford 10, CELLA, FLKRS, Write Score, DIBELS, SRI)

Research-based Programs 1) Leap Frog
2) Leap Track
3) Scholastic Reading Inventory and Reading Counts
4) FCAT Explorer
5) River Deep Destination reading computer assisted learning
6) River Deep Destination math computer assisted learning
7) Study Buzz for Science

Professional Development 1) On-going technology training in the media center (weekly).
2) On-site training on use of school boards, school pads, audio enhancement equipment, video streaming, electronic grade book program, teacher websites, accessing and using the Progress Monitoring Reporting Network(PMRN ) and GOALS program to analyze data to drive instruction. 3) Using data to direct instruction
4) SRI Update
5) Houghton Mifflin technology training/support
6) Harcourt technology training/support
7) My-Points.org training
8) MAC Training
9) Study Buzz training
10) River Deep Integration for differentiation
Budget
Categories of ExpenditureDescribe ResourcesSpecific Funding Source by Title Total Amount Available
Research-based Program(s)/Material(s) Reading Counts District Funding 0
Technology Listening Centers, Digital Cameras ($1,200), Online Resources; Local School Funding 4200
Professional Development On-Line Resources, Digital Media, River Deep Local School Funding, Title I 0
Other   0
Total:   $4,200.00
 

Goal: Student Health and Fitness
 

Needs Assessment The purpose of this goal is to meet the requirements of Physical Education and Health and infuse Sunshine State Standards and related benchmarks into both regular classroom and special area classrooms.
 
Objective Provide all students with quality physical education that helps develop the knowledge, attitudes, skills, behaviors and confidence needed to be physically active for life.
Strategies 1. Students will participate in 30 minutes of health education and fitness daily to promote physical activity, health and fitness.
2. Students will participate in physical education classes that promote health, fitness and acquisition of grade appropriate skills based on the Florida Sunshine State Standards.
3. Bunnell Elementary will begin the design and development of a fitness track for use by students and staff.
4. Students will participate in a health class offered on the wheel.
5. Students will participate in Red Ribbon Week activities

Evaluation Presidential Physical Fitness Assessment ; Project GYM

Research-based Programs Character Education
Say No to Drugs Prevention Program

Professional Development Project GYM
CPR and First Aid Training


Budget
Categories of ExpenditureDescribe ResourcesSpecific Funding Source by Title Total Amount Available
Research-based Program(s)/Material(s) Project GYM Grant Funded 1000
Technology   0
Professional Development   0
Other   0
Total:   $1,000.00
 

Goal: Return on Investment
 

Needs Assessment  
 
Objective
Strategies

Evaluation


SCHOOL ADVISORY COUNCIL

X YES  _ NO   The majority of the SAC members are not employed by the school. The SAC is composed of the principal, and an appropriately balanced number of teachers, education support employees, students (for middle, junior high and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

    


SAC Involvement
-The School Advisory Council meets 6 times a year to monitor our School Improvement Plan, carry out the duties of the SAC mandate. SAC provides suggestions for total school improvement, identifies parent concerns, decide how School Improvement funds are spent.



 

FINAL BUDGET
Categories of ExpenditureDescribe Resources Specific Funding Source by Title  Total Amount Available
Research-based Program(s)/Material(s)Reading: Diagnostic Assessment of Reading; Early Reading Diagnostic Assessment, DIBELS, 1.5 Academic Coaches - Reading; 1.5 Reading Coaches- Reading First;
Mathematics: Math Coach,
Writing: Write Score
Science: ACHIEVE Science
Parental Involvement: Families Building Better Readers, MAPS
School Safety and Discipline Strategies:
Technology: Reading Counts
Student Health and Fitness: Project GYM
Reading: State of Florida, Title 1 funding, Reading First Grant, Local School Funding Available: $192,000.00
Mathematics: Title1, Available: $60,000.00
Writing: District Funded Available: $9,500.00
Science: District funding Available: $4,500.00
Parental Involvement: Title I Available: $1,000.00
School Safety and Discipline Strategies: Available: $0.00
Technology: District Funding Available: $0.00
Student Health and Fitness: Grant Funded Available: $1,000.00
$268,000.00
TechnologyReading: Apple- Mac (1 labs), 30 additional student computers
Mathematics: FCAT Explorer
River Deep

Writing:
Science: Study Buzz
Parental Involvement: Progress Monitoring and Reporting Network

Global On-Line Accountability Learning System
School Safety and Discipline Strategies:
Technology: Listening Centers, Digital Cameras ($1,200), Online Resources;
Student Health and Fitness:
Reading: District Technology Department; Available: $19,500.00
Mathematics: State of Florida, Title 1, Available: $0.00
Writing: Available: $0.00
Science: Title I Available: $800.00
Parental Involvement: Reading First Grant
Flagler County Schools Available: $0.00
School Safety and Discipline Strategies: Available: $0.00
Technology: Local School Funding Available: $4,200.00
Student Health and Fitness: Available: $0.00
$24,500.00
Professional DevelopmentReading: Reading First; Florida Reading Initiative; Early Reading First, DIBELS, River Deep($25,000), Quantum Learning, RF Make and Take ($2000), Data/CIM ($2000)
Mathematics: Harcourt Math On-Going Professional Development, River Deep ($25,000), FLED tools, Quantum Learning, Math and Science training ($9500)
Writing: Training from Write Score on how to use data for progress monitoring , Mary Lewis writing training, Rubric training
Science: Quantum Learning
Parental Involvement: School Advisory Council Training, PTO Volunteer Training, Families Building Better Readers, Put Reading First: The Research Building Blocks for Teaching Children to Read, Clifford Reading Tips for Parents
School Safety and Discipline Strategies: Second Step - A Violence Prevention Curriculum for grades pk-5, Steps to Respect - A Bullying Prevention Program K-5
Technology: On-Line Resources, Digital Media, River Deep
Student Health and Fitness:
Reading: Early Reading First; Reading First Grant; Local School Funding Available: $29,000.00
Mathematics: District Funding, Title 1 Available: $36,600.00
Writing: District Funding Available: $3,800.00
Science: District funding Available: $2,300.00
Parental Involvement: SAC Available: $1,000.00
School Safety and Discipline Strategies: Available: $0.00
Technology: Local School Funding, Title I Available: $0.00
Student Health and Fitness: Available: $0.00
$72,700.00
OtherReading: Before and after school intervention ($42,335); DIBELS Assessment ($5500)
Mathematics: FCAT Performance Assessment; Hands-on Learning/Problem Solving; Before and after school instruction ($50,000);
Writing: Writers Club
Science: Young Astronauts ($1,000.00), Service Learning Projects ($4,000.00)
Parental Involvement:
School Safety and Discipline Strategies: ALPHA Counseling, HBS Counseling, Terrific Kids/Character Education,
Technology:
Student Health and Fitness:
Reading: Title 1 / Supplemental Educational Services, SAI, 21st Century Learning Grant Available: $47,835.00
Mathematics: School-based funding, Title I Supplemental Educational Services, 21st Century Learning Grant, SAI Available: $42,335.00
Writing: SAI Available: $1,000.00
Science: SAI, Grants Available: $5,000.00
Parental Involvement: Available: $0.00
School Safety and Discipline Strategies: Local School Funding; PACE Grant; Kiwanis; DIstrict funding Available: $15,800.00
Technology: Available: $0.00
Student Health and Fitness: Available: $0.00
$111,970.00
.  Total:  $477,170.00

 
IMPLEMENTATION EVALUATION

Our goal is to meet or exceed proficiency as measured by Florida's A+ Accountability Program and No Child Left Behind's measurement of Adequate Yearly Progress in Reading and Math. At this time, Adequate Yearly Progress in reading is 51% of students reading at or above grade level and 56% of students performing at or above grade level in math. Writing proficiency is determined by the percentage of students scoring at 4.0 or higher. This percentage must increase by one percent annually to meet AYP criteria. AYP measurements target the performance and participation of various subgroups based on race or ethnicity, socioeconomic status, disability, and English proficiency. For those not meeting AYP, the percentage of students not meeting the level of proficiency must be reduced by 10% to meet Safe Harbor.


Members Signature

1) Richard Dupont , Principal ________________________________________
2) Danielle Scarcella , SAC Chair ________________________________________
3) Darlene Kinard , Parent ________________________________________
4) Julie Spradlin , Parent ________________________________________
5) April Adams , Teacher ________________________________________
6) Lisa Hess , Teacher ________________________________________
7) Patricia Beaudet , Parent ________________________________________
8) Sayed Abbas , Parent ________________________________________
9) Jane Sbordone , Parent ________________________________________
10) Tammy Yorke , Assistant Principal ________________________________________
11) Latissa Richardson , SAC Chair ________________________________________
12) Barbara Hall , Parent ________________________________________
13) Orville Cunningham , Parent ________________________________________
14) Martin Evans , Assistant Principal ________________________________________
15) Paula J. Hearne , Parent ________________________________________
16) Mubashra Abbas , Parent ________________________________________